Few writers have enjoyed words as visibly as Roald Dahl, and the invented vocabulary of the BFG, often called gobblefunk, is a perfect doorway into lessons on diction. Students laugh at the sounds and then start noticing how the strange words carry meaning, emotion, and character. That curiosity can be channeled into assignments about word choice that are fun and academically solid. The challenge is to assess this skill in a way that goes beyond reward for silliness.

Word choice includes more than invention. It covers precision, connotation, sound, and appropriateness for the audience and purpose. A student who replaces a flat verb with a vivid one, or who picks a word because of its sound as well as its meaning, is practicing real craft. Lessons should make these categories visible so students can aim at them deliberately.

A useful warm-up asks students to examine a short passage and rank the most interesting words. They then explain what each word adds that a plainer alternative would not. This habit of comparing choices builds sensitivity to nuance. It also yields material that can be used as evidence in later analytical writing.

From Playful Invention to Purposeful Style

Many students first treat invented words as a joke, which is a fine starting point. The next step is to ask why an invented word works, and what makes it feel convincing within the world of the story. Often the answer involves familiar sounds, recognizable roots, or a rhythm that suggests the meaning. Students who can explain these features understand the logic of language, not just its surface.

• Invent a word and explain which sounds or roots suggest its meaning
• Replace five bland verbs in a draft with more precise choices
• Rewrite a sentence with three different connotations of the same idea
• Identify one word whose sound matches the action it describes
• Explain why a plainer word would weaken a favorite sentence

Building a Word Choice Rubric

A rubric for word choice should describe observable features at each level. At the highest level, a student uses specific, varied vocabulary that creates clear images and fits the tone, with any invented words explained or evident from context. At lower levels, language may be repetitive, vague, or mismatched with the purpose. Concrete descriptors help students see exactly how to move up.

It is wise to avoid penalizing risk-taking. A student who experiments with an unusual word and misses slightly should still receive credit for the attempt. Feedback can then guide refinement without discouraging experimentation. This approach nurtures confidence, which is essential for developing a distinctive voice.

Feedback That Pushes Beyond the Obvious

Good feedback on diction highlights specific words and invites the student to consider alternatives. A comment such as "you used big twice; what other word could show how big it is?" prompts immediate improvement. Marking a handful of words in a draft is more effective than correcting an entire paragraph. Students gain a method they can reuse when revising on their own.

When classes are large, tools that can scan for repeated or vague words and suggest targeted prompts can save time. The teacher then adds the human touch, perhaps celebrating an especially clever choice. Students enjoy seeing their best words noticed. That recognition motivates further care in selecting language.

Connecting Vocabulary to Reading Skills

Attention to word choice in writing improves reading as well. Students who practice choosing words deliberately become more alert to the choices authors make. This connects directly to analytical essays, where explaining the effect of a particular word is a core skill. A single unit can thus strengthen both reading and writing.

Teachers can reinforce the link by asking students to revisit earlier essays and add commentary on diction. This revision exercise shows how much richer analysis becomes when it attends to individual words. Over time, students internalize the habit. The playful beginnings in Dahl's inventive language turn out to lead to serious academic skill.